This article argues that today’s gold standard for identifying what works, the randomized controlled trial, poorly serves each and any individual learner. Elements of this argument provide grounds for proposed remedies in cases where software can log extensive data about the operations that each learner applies to learning and about each bit of information to which a learner applies those operations.
The goal of this study was to examine how preservice science teachers may capitalize on learning from different types of reflection prompts based on the IMPROVE self-questioning model oriented toward technological pedagogical content knowledge (TPCK) in order to enhance their design of technology-infused science lessons for students and to allow them to develop their own self-reflection abilities. Results indicated that preservice teachers who contemplated a combination of both judgment and modification reflections in treatment improved more in their lesson-design skills and in their self-reflection ability (of both types at the three phases), as compared with preservice teachers who contemplated only a single type of reflective prompt (generic or only judgment or modification).
This study examines the relationship between applied STEM coursetaking (i.e., ‘scientific research & engineering’ and ‘information technology’) in high school and standardized math achievement. Using longitudinal data from a nationally-representative cohort of high school students, this study tests the effect of enrolling in applied STEM courses conditional on pipeline placement in traditional academic math courses, with the former emphasizing the application of concepts taught in the latter to specific occupational settings. Fixed effects regression analyses reveal that applied STEM courses have a statistically significant, but substantively small positive effect on math test scores. Students who fall lower on the math ability pipeline (i.e., who take only below average math courses like basic math and pre-Algebra) benefit much more from applied STEM courses than do students who take more advanced courses.
This article reports on a study of the complex and messy process of classroom technology integration. The main purpose of the study was to empirically address the large question of "why don’t teachers innovate when they are given computers?" rather than whether computers can improve student learning.
This study investigated how new technology affects the working procedures and mental activity of industrial machinists, examining how machinists learn to use computer numerical control technology. Results indicate areas of cognitive difference requiring further study (e.g., differences in conceptualization, formalization, and perspective, and shifts to logical cues from sensory ones).
Technology clearly warrants a place in today’s classroom but must be kept in place. At stake is the cognitive and social development traditional classroom activity and discussion have long proven crucial in cultivating.
As the field of educational games grows and matures it needs to develop appropriate paradigms for research that support that process. Instead of the medical model, the research paradigms are posed as a broader and more appropriate alternative. Ecology embraces a broader ranger of methodologies and foci of study, which the field of learning games would do well to replicate.
The authors of this commentary explore the challenges that arise when learning technologies are not carefully examined for their possibilities and limitations through a critical lens of educational equity and justice. They outline an approach to the incorporation of learning technologies that begins with and prioritizes educational equity and social justice.